De l’observation comme instrument psychologique pour le chercheur et l’enseignant
The aim of this article is to propose a reflexive analysis on researches using observation methodology. This observation concerns the pupils’ cognitive activity, the teacher’s professional activity and the interwoven relations within these activities. The stress is laid on the results of such utilis...
| Main Author: | |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2014-06-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | http://journals.openedition.org/ree/8293 |
| _version_ | 1811228281782927360 |
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| author | Line Numa-Bocage |
| author_facet | Line Numa-Bocage |
| author_sort | Line Numa-Bocage |
| collection | DOAJ |
| description | The aim of this article is to propose a reflexive analysis on researches using observation methodology. This observation concerns the pupils’ cognitive activity, the teacher’s professional activity and the interwoven relations within these activities. The stress is laid on the results of such utilisations on the observations of the teachers’ professional activities. The aim of the professional activities of the teacher is among other things to follow the development of the knowledge of each pupil, mainly based on the information gathered on the learner’s level of reasoning and his/her behaviour throughout his /her period of learning. The examples studied in the first year of primary school, according to the French system (concerning children of average age between 6 and 7) during the first steps of their learning period of the numbers. The results of such researches show us that the analysis on the teacher’s activity while under observation, will become more precise and more acute when performed by the said teacher together with the researcher, as a team work, during their exchanges and autoconfrontations centred around the learners’ knowledge in mathematics. This observation then led by the researcher’s questions is said to be implemented (according to Vygotski). The said implementation is bound to bring on changes in the teacher’s professional practices as well as in her didactic mediation. |
| first_indexed | 2024-04-12T09:55:36Z |
| format | Article |
| id | doaj.art-838e80ac1e89489ca675229e9b656521 |
| institution | Directory Open Access Journal |
| issn | 1954-3077 |
| language | fra |
| last_indexed | 2024-04-12T09:55:36Z |
| publishDate | 2014-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj.art-838e80ac1e89489ca675229e9b6565212022-12-22T03:37:43ZfraNantes UniversitéRecherches en Éducation1954-30772014-06-011910.4000/ree.8293De l’observation comme instrument psychologique pour le chercheur et l’enseignantLine Numa-BocageThe aim of this article is to propose a reflexive analysis on researches using observation methodology. This observation concerns the pupils’ cognitive activity, the teacher’s professional activity and the interwoven relations within these activities. The stress is laid on the results of such utilisations on the observations of the teachers’ professional activities. The aim of the professional activities of the teacher is among other things to follow the development of the knowledge of each pupil, mainly based on the information gathered on the learner’s level of reasoning and his/her behaviour throughout his /her period of learning. The examples studied in the first year of primary school, according to the French system (concerning children of average age between 6 and 7) during the first steps of their learning period of the numbers. The results of such researches show us that the analysis on the teacher’s activity while under observation, will become more precise and more acute when performed by the said teacher together with the researcher, as a team work, during their exchanges and autoconfrontations centred around the learners’ knowledge in mathematics. This observation then led by the researcher’s questions is said to be implemented (according to Vygotski). The said implementation is bound to bring on changes in the teacher’s professional practices as well as in her didactic mediation.http://journals.openedition.org/ree/8293analysis of professional practiceprofessionalizationstudent-teacher relations and interactions |
| spellingShingle | Line Numa-Bocage De l’observation comme instrument psychologique pour le chercheur et l’enseignant Recherches en Éducation analysis of professional practice professionalization student-teacher relations and interactions |
| title | De l’observation comme instrument psychologique pour le chercheur et l’enseignant |
| title_full | De l’observation comme instrument psychologique pour le chercheur et l’enseignant |
| title_fullStr | De l’observation comme instrument psychologique pour le chercheur et l’enseignant |
| title_full_unstemmed | De l’observation comme instrument psychologique pour le chercheur et l’enseignant |
| title_short | De l’observation comme instrument psychologique pour le chercheur et l’enseignant |
| title_sort | de l observation comme instrument psychologique pour le chercheur et l enseignant |
| topic | analysis of professional practice professionalization student-teacher relations and interactions |
| url | http://journals.openedition.org/ree/8293 |
| work_keys_str_mv | AT linenumabocage delobservationcommeinstrumentpsychologiquepourlechercheuretlenseignant |